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Non-verbal IQ Gains from Relational Operant Training Explain Variance in Educational Attainment: An Active-Controlled Feasibility Study

McLoughlin, S, Tyndall, I, Pereira, A and Mulhern, T (2020) Non-verbal IQ Gains from Relational Operant Training Explain Variance in Educational Attainment: An Active-Controlled Feasibility Study. Journal of Cognitive Enhancement. ISSN 2509-3290

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Abstract

Research suggests that training relational operant patterns of behavior can lead to increases in general cognitive ability and educational outcomes. Most studies to date have been under-powered and included proxy measures of educational attainment. We attempted to extend previous findings with increased experimental control in younger children (aged 6.9–10.1 years). Participants (N = 49) were assigned to either a relational training or chess control group. Over 5 months, teachers assigned class time to complete either relational training or play chess. Those who were assigned relational training gained 8.9 non-verbal IQ (NVIQ) points, while those in the control condition recorded no gains (dppc2 = .99). Regression analyses revealed that post-training NVIQ predicted reading test scores (conducted approximately 1 month later) over and above baseline NVIQ in the experimental condition only, consistent with what we might expect in a full test of far transfer towards educational outcomes.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: Psychology (new Sep 2019)
Publisher: Springer
Date Deposited: 06 Aug 2020 11:16
Last Modified: 06 Aug 2020 11:16
DOI or Identification number: 10.1007/s41465-020-00187-z
URI: https://researchonline.ljmu.ac.uk/id/eprint/13458

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